Sunnyside Day Care

Inspection of Sunnyside Day Care 13 Broad Road, Birmingham B27 7UZ

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Inadequate

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The provision requires improvement

Staff welcome children warmly and help them to settle through calm routines and consistent care. Babies receive comfort through close attachments with their key persons, who follow feeding and sleep routines carefully. This helps babies to feel secure, develop trust and begin to explore their surroundings with growing confidence. Staff give older children responsibilities, such as tidying up. They repeat clear rules and routines to help children to understand what is expected. Children behave well and interact happily with others in their play.

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The provision requires improvement

While leaders have taken positive steps to act on previous weaknesses, their monitoring is not yet consistent enough to secure sustained improvement across the nursery. The curriculum is not precisely focused to help all children to build securely on what they know and can do. Staff's planning is not consistently focused on extending children's learning across the day. This means that staff do not consistently prioritise children's learning and children's progress is variable.

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The provision requires improvement

That said, staff do make some effective use of the outdoor area. They plan activities that encourage children to explore natural materials, practise physical skills and talk together. Children show curiosity and enjoy social interaction. They develop confidence in moving, sharing and playing cooperatively in different spaces.

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need to do better?

n Leaders have increased their oversight of the nursery since the last inspection and take a more active role in guiding staff. They work closely with the local authority to review progress and strengthen provision for children's early education. n Leaders have introduced focused professional development, including training specific to the ages of children that staff work with and on working with disadvantaged children. This is beginning to strengthen practice where it is most needed. However, the monitoring of practice is not yet organised to be fully effective. This means that inconsistencies in staff's practice remain and children do not benefit from consistently strong teaching. n Leaders ensure that some adult-led activities have clear intent and link to children's next steps in learning. However, at other key times during the day, staff describe activities as 'free play', without a clear focus on learning. This

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need to do better?

reduces the purpose of routines and leads to children wandering about with reduced engagement, which slows the progress they make. n Leaders have strengthened the curriculum for babies and toddlers. For example, they have designed the learning environment to provide babies with more opportunities to progress on to standing and walking. However, leaders do not

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need to do better?

30 September 2025 sequence the curriculum for older children as clearly. This means that older children's learning does not always build securely and their preparation for school is reduced. n Leaders have established an effective key-person system. Staff spend time building positive relationships with parents and carers. They provide regular updates through daily conversations and the online app. This helps parents to know what is happening in their child's learning and care. This supports continuity between home and the nursery. n Leaders identify children with special educational needs and/or disabilities (SEND). They work with parents and health professionals to put support in place. Staff provide children with one-to-one sessions and are beginning to use a range of strategies, such as to support children's language development. This helps children with emerging needs to access learning alongside their peers.

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need to do better?

n Staff use a variety of effective approaches to build children's social and emotional skills. For example, they talk to children about their feelings and help them to explore the reasons for these. At mealtimes, children sit together calmly, share food and respond to staff's interactions. Children talk about feelings, start to develop empathy and learn how to play cooperatively with others. n Staff provide role-play areas that reflect children's real-life experiences, such as the home corner and hairdresser's salon. They resource these with materials that prompt conversations and develop children's vocabularies, such as about different hair types. Children share ideas with each other and gain confidence in using new words. n Leaders promote children's health through nutritious meals and snacks, such as fruit and vegetables at snack time. Staff sit with children to model good habits and encourage conversation. Children learn to drink from open cups, try

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need to do better?

different foods and enjoy sociable mealtimes that support their well-being. n Staff use everyday routines, such as choosing drinks and food at snack time and hanging coats on their own pegs, to build children's independence. These experiences are now part of daily practice and help children to gain confidence and develop important self-care skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Due date

30 September 2025 strengthen the monitoring and supervision of staff, so that leaders identify weaker practice consistently, target support precisely and provide all staff with feedback, to strengthen teaching practice across the setting 30/12/2025

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Due date

improve planning so that activities are purposeful across the day and are linked to children's next steps in learning, to maximise learning for all age groups of children. 30/12/2025

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should:

n improve the curriculum planning for older children, so that their learning builds securely and prepares them well for school.

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Setting details

Unique reference number 2710961 Local authority Birmingham Inspection number 10415647 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 52 Number of children on roll 43 Name of registered person Knowles, Dave

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reference number

Telephone number 01217080888 Date of previous inspection 25 June 2025

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Information about this early years setting

Sunnyside Day Care registered in 2023 and is located in Birmingham. The nursery employs eight members of childcare staff. Of these, seven staff hold appropriate early years qualifications at level 2 and above. The nursery operates all year around, from 7.30am to 6pm, Monday to Friday, except for a week at Christmas and bank holidays. The nursery provides government funded childcare.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n Children interacted with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector carried out a joint observation outdoors with the manager. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

30 September 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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